Related Resource of 5620
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Quality in early childhood care and education settings: A compendium of measures Profiles of instruments designed to measure the quality of early care and education settings, including information on instrument program target age and setting, purpose, administration, key constructs and scoring, and reliability and validity |
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Relating preschool quality to children’s literacy development An examination of the relationship between classroom quality and children’s literacy development from 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district |
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Toward a toolkit approach to describing classroom quality A discussion of the adequacy of widely used measures of child care and early education quality in view of the recent emphasis on school readiness, with an analysis of alternative tools to measure classroom quality |
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Early Education Emergent Leaders Program evaluation report An evaluation of the Early Education Emergent Leaders Program, a training and mentoring program for early childhood program directors and administrators in Arizona, that examined participants' program experiences and outcomes |
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A framework for examining book reading in early childhood classrooms A proposal of a method to be used to examine the role of books and reading in early childhood education and care curricula and programs |
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The impact of HeadsUp! Reading on early educators' literacy practices and preschool children's literacy skills An evaluation of HeadsUp! Reading, a professional development literacy workshop series, and its effects on preschool children's emergent literacy skills, examining the impact on both native English-speaking and native Spanish-speaking children |
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Impact of professional development on the literacy environments of preschool classrooms A study of the effects of a comprehensive professional development program on the literacy environments of 20 experimental and 15 control classrooms over a period of three years |
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Research evidence about program dosage and student achievement: Effective public prekindergarten programs in Maryland and Louisiana An overview of key findings of the impacts of public preekindergarten on transition to school and school readiness in Louisiana and full day and half day state-prekindergarten on children's literacy development in Maryland during the 2000s |
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Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors A study of the relationship between preschool teachers' explicit print instruction during shared reading and children's language abilities, and a second study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio |
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Evaluation of the North Carolina More at Four pre-kindergarten program year 6 report (July 1, 2006-June 30, 2007): Children's longitudinal outcomes and program quality over time (2003-2007) A longitudinal follow-up in their kindergarten year of two cohorts of participants (starting the program in 2003-2004 and 2005-2006, respectively) in the North Carolina More at Four pre-kindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that evaluated classroom quality and participant outcomes, based on classroom observations and child assessments |
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Project Early Kindergarten-Early Reading First: Evaluation report on the second year of a Saint Paul Public Schools initiative An evaluation of the implementation and outcomes of the second year of Project Early K-Early Reading First, an early kindergarten program in St. Paul, Minnesota, intended to facilitate the transition of four-year-old children to kindergarten that uses federal Early Reading First funding and a literacy-focused curriculum |
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PAVEd for Success: An evaluation of a comprehensive preliteracy program for four-year-old children A study of the effect of the prekindergarten-year implementation of the PAVEd for Success preliteracy curriculum, either alone or with supplementary literacy, phonological, or vocabulary training, on measures of classroom quality and changes in children's literacy and language skills through kindergarten, based on data collected from 350 children at control and experimental schools |
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Preschool teacher perceptions of assistive technology and professional development responses A study of preschool teachers’ experiences with and perceptions of assistive technology (AT), including their concerns about the implementation of a school-wide assistive technology program, based on interview and questionnaire responses of 9 teachers of at-risk and special needs classrooms at 1 school |
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Language and literacy environment quality in early childhood classrooms: Exploration of measurement strategies and relations with children's development An examination of variations within and between preschool classrooms' supports that impact young at-risk children's emergent literacy skills and language development |
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Early Language and Literacy Classroom Observation: Addendum for English Language Learners |
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Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development A study of the effect of teacher participation in Exceptional Coaching for Early Language and Literacy (ExCELL) training on language- and preliteracy-related measures as well as the quality of both teacher-child interaction and classrooms, based on an experiment with 30 teachers in 1 control- and 2 experimental-group Head Start systems serving African American children |
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Examining the nature of literacy activity in public Montessori classrooms An examination of literacy activity and an examination of patterns of practice in 11 public Montessori preschool and kindergarten classrooms from classroom observations and teacher interviews |
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Understanding the impact of technical assistance on early care and education sites in Mississippi rural communities A comparison of classroom environments and language scores of children in classrooms where teachers participate in on-site technical assistance and those that do not for 278 children in 15 treatment and 23 comparison classrooms at privately owned Head Start and early care and education sites in rural Mississippi communities |
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The impact of the Kentucky professional development framework on child care, Head Start and public preschool classroom quality and child outcomes A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs |
Reports & Papers |
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Quality in early childhood care and education settings: A compendium of measures A compendium, review, and comparison of over 20 instruments designed to measure the quality of early care and education settings |
Other |
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An exploratory study of how children with disabilities' early literacy and language development is supported in their Head Start classrooms An examination of the types of literacy environments, accommodations, and adaptations available to children with disabilities in Head Start classrooms in Washington, D.C. |
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Kentucky Professional Development Framework Impact on Quality and Child Outcomes, 2006-2007 A study of the factors that predict early childhood education and care professional development outcomes and the relationship of these factors to program quality, child outcomes, and staff retention, based on data collected from participants in a statewide professional development system in Kentucky and from their students, classrooms, and programs. |
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Project Early Kindergarten evaluation update: General overview of results through 2007-08 of a Saint Paul Public Schools initiative A synthesis of different components of an implementation and outcomes evaluation through the fourth year of Project Early Kindergarten, an early kindergarten program in St. Paul, Minnesota, for four-year-old children intended to facilitate the transition to kindergarten |
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The impact of TV narratives on the early literacy skills of preschoolers A study of the impact of television viewing on the story knowledge and narrative comprehension of young children, based on pre- and post-intervention assessments of preschool-age children in treatment and control child care classrooms |
Reports & Papers |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Year 5 report (July 1, 2005-June 30, 2006): Children's outcomes & program quality in the fifth year An evaluation of the 2003-2004 and 2005-2006 years of the North Carolina More at Four program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that addresses characteristics of local programs, quality of services provided, and participant outcomes, based on monthly program reports, classroom observations, and child assessments |
Reports & Papers |
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Preschool teachers' sense of community, instructional quality, and children's language and literacy gains A study of the relationship between teacher sense of community and both the language and print concepts gains of students, and an examination of the moderating influence of instructional quality, based on data collected from the classrooms of 75 public prekindergarten or Head Start teachers in two states |
Reports & Papers |
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Evaluation of the North Carolina More at Four pre-kindergarten program: Performance and progress in the seventh year (2007-2008): Year 7 report (July 1, 2007-June 30, 2008) A statewide evaluation of the 2007-2008 program year of the North Carolina More at Four pre-kindergarten program, a state-funded initiative to provide high-quality educational experiences to at-risk four-year-olds, that examined program characteristics, classroom quality, and participant outcomes, based on monthly program reports, classroom observations and child assessments |
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Interim report for Quality Research Consortium Data Coordination Center cross-sectional analyses A description of the interventions and study designs being implemented at the eight Head Start Quality Research Centers (HSQRCs) |
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Teacher mentoring and early literacy learning: A case study of a mentor-coach initiative An examination of the effect of a nationwide mentor-coach initiative on teacher pedagogy and children’s literacy performance from 44 Head Start teachers and classrooms across 2 Midwestern states |
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Early Language and Literacy Environment |
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Effects of an early literacy professional development intervention on Head Start teachers and children A study of the effects of participation in one semester of Classroom Links to Early Literacy on teacher's teaching practices, classroom environment, early literacy classroom supports, and children's early literacy development and an examination of pre- and post-intervention classsroom and child outcomes for teachers assigned to remote or on-site coaching conditions for 88 Head Start teachers of 759 children, across 5 Head Start programs in a midwest state |
Reports & Papers |
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Boston Quality Inventory 2010: Community early care and education programs A study of the quality of child care centers and family child care homes in Boston, based on surveys and observations of 68 child care centers and 51 family child care homes |
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Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial A study of the effects of a curriculum supplement that employs content from Public Broadcasting System (PBS) educational programs on the early literacy skills of low income preschoolers, with an analysis of the moderating influence of mothers' education and children's eligibility for subsidized meals on those effects, based on data from 436 children in 80 preschool classrooms in New York City and the San Francisco metropolitan area |
Reports & Papers |
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Professional enrichment for early childhood educators: Year one evaluation findings A first year evaluation report of the impact of the Professional Enrichment for Early Childhood Educators (PEECE) project, designed to provide targeted and tiered professional development to early childhood educators |
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Child care subsidy and program quality revisited A statewide study of the relationship between program quality and the percentage of children receiving subsidized care in infant/toddler and preschool classrooms |
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Project Early K 2005-06 evaluation results: School component An evaluation of the implementation and outcomes of Project Early K, an early kindergarten program in St. Paul, Minnesota, for four-year-old children intended to facilitate the transition to kindergarten, based on interviews with principals, classroom observations, school and program records, parent surveys, and child assessments |
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Differences in child care quality for children with and without disabilities A comparison of program quality in inclusive and non-inclusive preschool classrooms from classroom observations,director interviews, and teacher and teaching assistant survey data from 66 child care programs from 15 counties in Kentucky |
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Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment An experimental study of the impact of the Teaching Early Literacy and Language (TELL) preschool curriculum for children with developmental speech and/or language impairment (DSLI) on children's language, vocabulary, phonological awareness, alphabet knowledge, writing, and print concepts, based on data from 118 children with DLSI and their 29 preschool teachers |
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Increasing the literacy behaviors of preschool children through environmental modification and teacher mediation A study of the increases in the frequency of literacy behaviors observed after the careful placement of literacy-related props in classrooms and the training of teachers to encourage literacy-related behavior, based on observations of nine urban African-American young children from low-income families |
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Promoting the development of preschool children's emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models A study of the impact of a literacy-focused preschool curriculum and two types of professional development on the emergent literacy skills of at-risk children, based on data from teachers and 739 children in 48 preschools |
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An evaluation of the effectiveness of the national Head Start Bureau early literacy mentor-coach initiative on teacher literacy practices and children's literacy learning outcomes An analysis of the effects of the Head Start Bureau's early literacy mentor-coach initiative on Head Start teachers' literacy strategies and practices and children's emergent literacy skills |
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Early Language and Literacy Classroom Observation Pre-K Tool |
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The impact of professional development and coaching on early language and literacy instructional practices An examination of the impact of the Teacher Education and Compensation Helps (T.E.A.C.H.) course, either with or without ongoing coaching, on teacher knowledge and quality early language and literacy practices in center- and home-based care settings from 291 sites |
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The effects of outcomes-driven authentic assessment on classroom quality A study of the effect of the pilot implementation of Project LINK, an outcomes-driven authentic assessment process aligned with the Head Start Child Outcomes framework, on classroom quality, specifically the language and literacy environment, in selected classrooms of a large multicounty Head Start program |
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Bright Futures Early Reading First: Year three summary evaluation report An evaluation of the Bright Futures Early Reading First project, which provides professional support to teachers implementing early literacy curricula in Madison Parish, Louisiana, that examined children's literacy outcomes, professional development and classroom quality, and parent involvement |
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